Effects of State Tests on Classroom Test Items in Mathematics

Abstract

Classroom tests from nine eighth‐grade mathematics teachers were collected from the 2003–04 and 2005–06 school years. These years represent one school year prior to the eighth‐grade Ohio Achievement Test (OAT) in mathematics being implemented and the year after the eighth‐grade OAT in mathematics was implemented, respectively. In addition, teachers were interviewed to determine factors that influence classroom assessment practices. Classroom assessment data were compared between the two years, and interview data were examined, to investigate the impact that the new state test was having on classroom assessment practices. An average of 87% of teachers' classroom assessment items were at the lowest depth of knowledge level during both years. Teachers relied heavily on curriculum materials for their test items, and these items tended to only assess students ability to recall basic facts or perform straightforward procedures. The presence of a state test did not entice teachers to assess students at higher depth of knowledge levels.

A QuantCrit Investigation of Instructional and Testing Practices in U.S. Mathematics Classes

“…This finding aligns with other research in which teachers claimed to value formative assessment but emphasized summative assessments more heavily in practice (Jonsson & Beach, 2012;Siegel & Wissehr, 2011;Winterbottom et al, 2008). External forces, such as policies and norms, can also limit teachers' abilities to enact the instruction and assessment practices that they believe are most appropriate (Barkatsas & Malone, 2005;Barnes et al, 2018;Boyd, 2008;Fulmer et al, 2015;Gutiérrez, 1996;Handal, 2003;McMillan, 2003;Simon et al, 2010;Tierney, 2006). For instance, mathematics teachers generally believe that multiple-choice tests are problematic, but many still use them for a variety of logistical and policy-related reasons (Bonner et al, 2018;Frary et al, 1993;Wellberg, 2022).…”

Assessment Techniques and Students’ Higher-Order Thinking Skills

“…In the past few decades, there has been a demand for better methods of assessing students' achievements in order to measure what students can do with what they know, rather than simply finding out what they know (Struyven, K., Dochy, F., Janssens, S., Schelfhout, W., & Gielen, S. 2006; Aschbaker, 1991; Linn, Baker, & Dunbar, 1991; Bracey, 1987;Boyd, 2008) as well as to fulfil the great demands for educators and policy makers for tests that reflects and measures the students' learning. Many educators believe that in order to teach higher-order thinking skills, to fill the gap between the teachers' assessment practices and instructional tasks or goals, and to implement new assessment ideas and classroom practices, a great change from traditional assessment which assess students' abilities to remember the facts (NRC, 2000), into authentic assessment that has the ability to reflect and measure the actual learning-teaching outcomes, and to evaluate and reform the goal of the new curricula and teaching strategies used in classes is required.…”

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“…Highly experienced teachers have a higher level of understanding in each activity of the teaching and learning process, and in assessment when constructing HOTS mathematics items compared with low experience teachers. According to Boyd (2008) findings shows that most of the teachers' understanding towards developing HOTS items at the LOTS. This shows that the mathematics teachers must be always aware towards understanding in terms of cognitive, affective and behavioral aspects in their teaching and learning process.…”